Phone: (519) 253-3000 ext 2890
Office: Room 3344, Leonard & Dorothy Neal Education Building
Professor, Ph.D. University of Nigeria
- Indigenous/Aboriginal education - with specific focus on capacity building and the actualization of the CURA (Community-University Research Alliance) paradigm – an approach that generates maximal research benefits by integrating the research expertise in University (academic) settings with the usually untapped or under-utilized, but obviously abundant natural talents, available in Indigenous communities and environments.
- Constructs of cultural border crossing and collateral learning in mathematics and science - with the overall goal of reversing the declining enrollment patterns in the fields of math and science, especially among learners from Indigenous and minority cultural backgrounds.
- Contemporary issues and trends in STM education – documenting and blending into contemporary math and science curriculums the ethno science, mathematics, and technology (STM) knowledge and practices hidden in most traditional societies scattered all over the globe.
- 80-510: Statistics in Education – Graduate Course.
- 80-552: Curriculum Developments in Mathematics Education – Graduate Course.
- 80-553: The Teaching and Learning of Mathematics – Graduate Course.
- 80-315: Mathematics Methodology (P/J)
Articles in Refereed/Peer Reviewed Journals
Ezeife, A.N., & Reimer K. J. (2011). School Size as a Factor in the Academic Achievement of Elementary School Students. Psychology, 2 (8), 859-868.
Ezeife, A.N. (2011). The schema-based mathematics study: Enriching mathematics teaching and learning using a culture-sensitive curriculum. Canadian and International Education, 40(1), 41-56.
Smith, C.B., & Ezeife, A.N. (2010). The Relationship between students' perception of their classroom environment and their attitudes toward science in a grade nine applied science classes. Academic Exchange Extra.
Friesen, J.B., & Ezeife, A.N. (2009). Making science assessment culturally valid for Aboriginal students. Canadian Journal of Native Education, 32(2), 24-37.
Marr, K., & Ezeife, A.N. (2008). Empathy, authoritarianism, and recalled parental attitudes in child and youth workers. Relational Child and Youth Care Practice, 21(1), 26-37.
Lira, J., & Ezeife, A.N. (2008). Strengthening intermediate-level mathematics teaching using manipulatives: A theory-backed discourse, [Online]: http://asstudents.unco.edu/students/AE-Extra/2008/9/indxmain.html.
Magliaro, J., & Ezeife, A.N. (2007). Pre-service teachers' preparedness to integrate computer technology into the curriculum. Canadian Journal of Learning and Technology, 33(3), 95-111.
Ezeife, A.N. & Arivalagan, T. (2006). Technology education and economic competitiveness in developing countries: The Sri Lankan experience. Canadian and International Education, 35(1), 75-86.
Ezeife, A.N. (2005). The impact of a culture-sensitive curriculum on the teaching and learning of mathematics in an Aboriginal classroom. [Online]
Ezeife, A.N. (2003). Effects of strengthening the mathematics content base of pre-service elementary school teachers. [Online]
Ezeife, A.N. (2003). Using the environment in mathematics and science teaching: An African and Aboriginal perspective. International Review of Education, 49, 319-342.
Ezeife, A.N. (2003). The pervading influence of cultural border crossing and collateral learning on the learner of science and mathematics. Canadian Journal of Native Education, 27(2), 179-194.
Ezeife, A.N. (2002). Mathematics and culture nexus: The interactions of culture and mathematics in an Aboriginal classroom. International Education Journal, 176-187, Flinders University, Adelaide, Australia.
Ezeife, A.N. (2001). Integrating the learner's schema, culture, and environment into the science classroom: Some cases involving traditional and Aboriginal societies. Canadian and International Education, 30, 17-44.
Ezeife, A.N. (1999). Back to basics: Basic skills in science education. Alberta Science Education Journal, 31, 2-13.
Ezeife, A.N., & Ukpong, U.I. (1999). The impact of the boarding school system on students' performance in mathematics. Lagos Education Review, 5(1), 19-25.
Ezeife, A.N. (1999). The use of the environment in science teaching: An African and Aboriginal perspective. The Manitoba Science Teacher, Special Conference Edition, 41, 19-23.
Ezeife, A.N. & Levin B. (1996). Schools coping with a changing world. Journal of Quality Education, 2(2), 1-16.
Ezeife, A.N. (1995). Family and school environmental correlates of science achievement of Nigerian senior secondary school students. The Manitoba Science Teacher, 36, 15-19.
Ezeife, A.N. (1995). Physics teaching methods in Nigerian senior secondary forms: Their relative effects and implications for higher education. Alberta Science Education Journal, 28, 31-37.
Ezeife, A.N. (1995). Teaching physics in a rural environment. The Manitoba Science Teacher, 37, 6-9.
Ezeife, A.N. (1994). Science education in Nigeria: The state of the art. The Manitoba Science Teacher, 35, 24-31.
Ezeife, A.N. (1994). Technological education and economic competitiveness in developing countries: A case study of Nigeria. The Journal of Education and Economic Change, Winter Issue, 67-76. Published by Queen's University, Kingston, Ontario.
Ezeife, A.N. (1992). Demystifying physics in Nigerian classrooms of the 90's. Journal of Research in Education and Humanities, 47-55.
Ezeife, A.N. (1992). Sex and environment as factors in physics achievement. Journal of Indian Education, 17, 1-17.
Ezeife, A.N. (1991). An appraisal of Integrated Science as a major innovation in Nigerian education. Journal of Education, 95-101.
Ezeife, A.N. (1991). Refresher courses in teacher education: The Nigerian experience. Journal of Studies in Curriculum (1&2), 134-141.
Ezeife, A.N. (1991). The construction and use of an optico-mechanical oscillograph. Journal of the Science Teachers' Association of Nigeria, 27, 95-101.
Ezeife, A.N., & Okeke, E.A.C. (1990). Teaching Integrated Science outside the classroom. Journal of the Science Teachers' Association of Nigeria, 26, 25-31.
Ezeife, A.N. (1989). The impact of the three-phase instruction technique on students' performance in physics. Educational Research: A Journal of the National Foundation for the Educational Research in England and Wales, 31, 227-231.
Ezeife, A.N. (1985). Teaching physics to promote self-regulation. Journal of the Science Teachers' Association of Nigeria, 23(1&2), 28-33.
Ezeife, A.N. (1982). The schema theory as a valuable method of teaching secondary school physics. Journal of the Science Teachers' Association of Nigeria, 21, 156-162.
Ezeife, A.N. & Akpanobong, D.B. (2011). Examination Physics. Nsukka, Nigeria: University Trust Publishers (In press).
Ph.D., University of Nigeria
M.Sc., Columbia University
B.Sc., University of Lagos
Recent Graduate Supervision
Title of Dissertation: The Common Link: An Exploration of the Social Cognitive Dimensions of Meaning-Making in Algebra and the Visual Arts using a Case Study Approach.
Student: Rita P. Haase (M.Ed., Completed 2009)
Title of Thesis: Elementary Teachers’ Attitudes toward Science and the Teaching of Science and Technology.
Student: Laura Callaghan (M.Ed., Ongoing)
Title of Thesis: Implications of the full-day Kindergarten on Curriculum Change in Ontario (Tentative).